Háskóli Íslands OJS
Not a member yet
1903 research outputs found
Sort by
Frá gestaritstjórum
No full textÞótt byggðafélagsfræði (e. rural sociology) sé ein elsta undirgrein félagsfræðinnar og eigi rætur sínar að rekja til til klassískra félagsfræðikenninga Durkheim, Tönnies og Simmel er hún einnig óaðskiljanlegur hluti þverfaglegra byggðarannsókna (e. rural studies). Í raun má finna byggðavinkil á nánast öllum samfélagslegum viðfangsefnum og nánast allir slíkir vinklar hafa skírskotun til byggðafélagsfræðinnar. Þetta tvíþætta eðli byggðafélagsfræðinnar endurspeglast í þessu sérhefti Íslenska þjóðfélagsins um byggðarannsóknir þar sem rétt um helmingur höfunda eru félagsfræðingar en aðrir höfundar koma af sviðum félagsráðgjafar, hagfræði, lýðheilsu, mannfræði, menntunarfræði sagnfræði, sálfræði, stjórnmálafræði og umhverfis- og auðlindafræði.
Fjölbreytni þeirra greina sem birtast í þessu sérhefti endurspeglar vaxandi áhuga félagsvísindafólks úr ólíkum fræðigreinum á byggðavinkli margvíslegra samfélagslegra viðfangsefna. Það er von okkar að útgáfa sérheftisins geti verið liður í því að styrkja íslenskar byggðarannsóknir til framtíðar
Styrkur í smæðinni. Líðan og samskipti unglinga í smærri og stærri byggðalögum
No full textInternational research present conflicting findings on whether well-being is better supported in rural or urban environments, but this aspect remains unexplored in the context of Iceland. The study aimed to assess and compare psychosomatic complaints among adolescents between urban and semi-urban areas. Additionally, the research explores the influence of gender, age, family affluence, and the number of friends on adolescent well-being. A survey was conducted across nine schools, with four in the capital area, two in Reykjanes, and three in the western and northern regions of the country, involving 806 participants ranging from 8th to 10th graders. The findings revealed a higher prevalence of psychosomatic complaints among adolescents in the capital area compared to other regions. Girls reported more complaints than boys, and older adolescents more than their younger counterparts. Furthermore, lower family affluence was associated with a higher frequency of complaints. While a positive correlation was observed between more frequent complaints and a higher number of internet friends, interaction revealed that internet friendships appeared to benefit adolescents in the West and North more than their counterparts in the capital area. The findings underscore the significance of considering adolescent’s social settings when formulating interventions to improve their well-being.Lífsgæði og versnandi líðan unglinga hefur verið skoðuð í samhengi samfélagsbreytinga en búsetuskilyrði hafa lítið komið við sögu í þeirri umræðu. Erlendar rannsóknir sýna misvísandi niðurstöður um það hvort unglingum í borgum eða strjálli byggð líður betur en líðan unglinga eftir byggðasvæðum hefur ekki verið könnuð hérlendis. Markmið rannsóknarinnar var að bera saman tíðni sállíkamlegra umkvartana unglinga eftir byggðalögum. Einnig var horft til kyns, aldurs, efnahags fjölskyldu og fjölda vina í tengslum við líðan. Spurningalisti var lagður fyrir nemendur í 8.–10. bekk í níu grunnskólum. Þar af voru fjórir skólar á höfuðborgarsvæðinu, tveir á Suðurnesjum, einn á Vesturlandi, einn á Vestfjörðum og einn á Norðurlandi. Alls svöruðu 806 unglingar spurningalistunum. Niðurstöður sýndu mun á umkvörtunum unglinga á þann veg að í smærri byggðalögum var tíðni umkvartana minni. Stúlkur fundu frekar til vanlíðanar en piltar, eldri frekar en yngri ungmenni og lakari efnahagur fjölskyldu tengdist hærri tíðni umkvartana. Almennt jókst tíðni umkvartana meðfram fjölgun netvina en þegar tengsl netvináttu og líðanar var skoðuð eftir byggðasvæðum hafði slík vinátta ávinning í för með sér fyrir unglinga á Vestfjörðum, Vestur- og Norðurlandi. Niðurstöðurnar gefa tilefni til að skoða nánasta umhverfi unglinga og áhrif þess á samskipti og tengsl við mótun úrræða til að bæta líðan þeirra
Úthlutun og ráðstöfun fjármuna í grunnskóla fyrir alla
Get PDFInclusive education is a priority in European and international educational policy. It is based on ideas originating in the human rights movements, the United Nations Convention on the Rights of the Child (no. 19/2013) and the United Nations Convention on the Rights of Persons with Disabilities (2016). Understanding the concept of inclusive education has thus shifted from a focus on general schooling for students with defined special needs or disabilities to developing education that can meet the needs of a diverse group of students (Florian et al., 2017). Implementing school policy depends on those who work in the schools. Therefore, it is vital that a common understanding of the policy is at hand and the necessary knowledge and resources provided to teachers and other staff (Salamon, 2002).European Agency for Inclusive Education and Special Needs carried out an audit of the system of inclusive education in Iceland in 2016 (European Agency, 2017). In its findings, three closely related priorities, or levers, are set out that are considered urgent to implement as soon as possible to ensure the success of the education system. The first is about reaching a common understanding of inclusive education and how to organize it. The second is the importance of reaching an agreement on minimum standards for the provision of services that support education for all in all schools. The third priority, which is the focus of this paper, is the need to undertake a review of the current policies of financing education in the spirit of inclusion and increased efficiency of the school system.There are many indications that the medical view and emphasis on diagnoses are behind a certain part of funding for schools in Iceland, and in the findings of the European Agency\u27s audit (2017) this arrangement is criticized, as it is considered weakness-oriented. This means that it is common to look for deviations or weaknesses in students, instead of thinking about promoting holistic measures within the school and appropriate support that enables all students to take an active part in education. In addition, it is believed that this arrangement works against inclusive education, as it directs funding to some kind of special resources for a specific group of students instead of using it to build a comprehensive education for all. This is a matter of concern, as the responsibility of municipalities and school administrators lies in making good use of and developing their resources, staff and study materials to implement inclusive education in a professional and cost-effective way (Hernandez, 2012).The aim of the study was to shed light on the current allocation of funds to primary schools, with a view to examining what changes are needed for funding to support practices that characterize the ideology and policy of education for all. The study was a case study based on data from a collaborative project of thirteen municipalities, in which the current funding mechanisms are described, reflected on and future developments considered.The main results of the study indicate that the allocation of funds to schools is comparable between the municipalities that participated in the project. Participants believed that compulsory school funding was based on outdated methods, e.g. emphasis on the classification and diagnosis of students, which need to be reviewed with the aim of increasing the autonomy of school administrators in allocating funds to better support schools as professional institutions that can solve most of the issues that arise in the day to day school practices. In this way, funding can support changes in school culture, teaching methods and the organization of support within schools.Markmið rannsóknarinnar var að varpa ljósi á núverandi úthlutun og ráðstöfun fjármuna til grunnskóla með það í huga að skoða hvaða breytinga er þörf til að fjármögnun styðji starfshætti sem einkenna hugmyndafræði og stefnu um menntun fyrir alla. Rannsóknin var tilviksrannsókn þar sem byggt var á gögnum úr samstarfsverkefni þrettán sveitarfélaga um fjármögnun menntunar fyrir alla í grunnskólum. Helstu niðurstöður rannsóknarinnar eru að allt bendir til þess að úthlutun og ráðstöfun fjármagns til skóla sé sambærileg milli sveitarfélaganna þrettán sem tóku þátt í verkefninu. Töldu þátttakendur að fjármögnun grunnskóla byggðist á úreltum aðferðum, svo sem áherslu á flokkun og greiningu nemenda, sem þörf sé á að endurskoða með það að markmiði að auka sjálfræði skólastjórnenda í ráðstöfun fjármuna svo að þeir geti stutt skólana betur sem faglegar stofnanir sem geti leyst flest þau viðfangsefni sem upp koma í skólastarfi. Þannig geti fjármögnun stutt breytingar á skólamenningu, kennsluháttum og skipulagi stuðnings innan skóla
Ákall um nýjan alheimssáttmála: Guð, maður og náttúra í vistguðfræðilegum skrifum Rosemary Radford Ruether
Get PDFIn this article the focus is on the feminist eco-theology of Rosemary Radford Reuther (1936–2022). According to the author, Ruether attempts to create a new Covenant between God, humanity, and nature in her eco-theological contributions, initiating very different relations between the three entities above. This covenant is simultaneously the way forward for humanity when facing the threatening situation that exist in our world today in a climate changed world.Í þessari grein er sjónum beint að femínískri vistguðfræði Rosemary Radford Ruether (1936 –2022). Litið er svo á að Ruether setji fram nýjan sáttmála milli Guðs, mannkyns og náttúru í skrifum sínum. Hún boðar umbreytt tengsl milli aðilanna þriggja og að þau tengsl séu jafnframt sú leið sem mannkyni bjóðist út úr þeim hættulegu aðstæðum sem loftlagsbreyt-ingarnar valda nú um stundir
Frá ritstjórum
No full textTímamót eru í útgáfu ritsins Milli mála – tímarit um erlend tungumál og menningu á árinu 2022, en frá árinu 2009 hefur Stofnun Vigdísar Finnbogadóttur í erlendum tungumálum gefið út eitt hefti af ritinu á ári. Að þessu sinni koma út tvö hefti á árinu, en fyrra hefti 14. árgangs er sérhefti sem ber yfirskriftina Nýjar rannsóknir í annarsmálsfræðum og fjöltyngi á Íslandi. Gestaritstjóri var Birna Arnbjörnsdóttir. Framvegis munu koma út tvö hefti á ári. Verður fyrra heftið sérhefti tileinkað afmörkuðu viðfangsefni, en almennt hefti mun koma út fyrir lok hvers árs. Á árinu 2023 mun sérhefti Milli mála bera yfirskriftina Skáldið, taóið og dulspekin og fjalla um áhrif daoisma og dulspeki í verkum Halldórs Laxness og túlkun hans á þeim. Gestaritstjóri verður Geir Sigurðsson.Tímamót eru í útgáfu ritsins Milli mála – tímarit um erlend tungumál og menningu á árinu 2022, en frá árinu 2009 hefur Stofnun Vigdísar Finnbogadóttur í erlendum tungumálum gefið út eitt hefti af ritinu á ári. Að þessu sinni koma út tvö hefti á árinu, en fyrra hefti 14. árgangs er sérhefti sem ber yfirskriftina Nýjar rannsóknir í annarsmálsfræðum og fjöltyngi á Íslandi. Gestaritstjóri var Birna Arnbjörnsdóttir. Framvegis munu koma út tvö hefti á ári. Verður fyrra heftið sérhefti tileinkað afmörkuðu viðfangsefni, en almennt hefti mun koma út fyrir lok hvers árs. Á árinu 2023 mun sérhefti Milli mála bera yfirskriftina Skáldið, taóið og dulspekin og fjalla um áhrif daoisma og dulspeki í verkum Halldórs Laxness og túlkun hans á þeim. Gestaritstjóri verður Geir Sigurðsson
„Kennari þarf áreiðanleg gögn til að geta metið hvort tiltekin hæfni hafi náðst“: Linda Heiðarsdóttir kennari og aðstoðarskólastjóri
No full textProfessions such as nursing, medicine, and law reflect a comprehensive concept of professional identity that is generally acknowledged. The professional identity of teachers, on the other hand, seems more ambiguous regarding theory and practice. Consequently, some Icelandic scholars (cf. Loftur Guttormsson, 2015; Sigrún Aðalbjarnardóttir, 2002; Sigurjón Mýrdal, 1992) have been reluctant to recognise teaching as a fully-fledged profession.
The ambiguity of teacher identity has been described as featuring different ʻparadigmsʼ of professionalism. Menter, Hulme, Elliot and Lewin (2010) suggest four such ʻparadigmsʼ: First, the effective teacher stresses the organisation of education for economic and social success. Secondly, the reflective teacher is conceived as a professional in collecting data, analysing and then planning further steps. Third, the enquiring teacher cultivates a scientific research approach. Fourth is the transformative teacher, the opposite of the effective teacher. Instead of transmitting knowledge for success in present society, the transformative teacher prepares pupils for changes in society as a whole.
There has been a strong debate about the professional status of teachers since teacher education became an academic discipline in 1971. Wolfgang Edelstein (1988) asked if we had not thereby confirmed teacher education as such and teaching as a ʻprofessionʼ not as a ʻjobʼ. My interviewee has certainly demonstrated that Edelstein´s question deserved attention. The answer should be yes as far as Linda Heiðarsdóttir is concerned.
I am convinced that colleagues and other co-workers have identified an interesting ʻcombinationʼ of the above delineated ʻparadigmsʼ in her work. She has become an ambitious professional, emphasising her students´ success, constantly reflecting and analysing tasks, and enquiring and preparing pupils and colleagues for new challenges in real life.
Reykjavík derives its name from hot springs in the old eastern part of town and the steam they generate (Smoke Bay). They are located in Laugardalur, where the roots of my interviewee lie. She was born and brought up here. Today, the hot springs provide hot water for the busiest swimming pool in Iceland, receiving two million guests each year. Linda´s elementary school, Laugarnesskóli, and her lower-secondary school, Laugalækjarskóli, are both located near the swimming pool and not far from the other side of the pool is a big family park. Like her father before her, she attended school and leisure activities here, as her children also did. Eventually, she also worked in both schools, first as a support staff member, teacher and administrator.
Linda Heiðarsdóttir graduated with a B.Ed. Degree from the Iceland University of Education (IUE) in 2006. She and her fellow students were among the last cohorts attending traditional on-site teacher education. The cohorts at IUE were much larger then, and exciting activities offered face-to-face activities not often found in initial teacher education today. During our interview, Linda talked frequently about the pleasant atmosphere she experienced during those years at the IUE from 2003 to 2006, the importance of belonging to a ʻclassʼ, staying on the premises of the school, communicating with fellow students and teachers all day and often in the evening until nighttime: ʻWe even established a so-called ‘wisdom club’ where we discussed the contents of courses, school politics etc.ʼ Working together on-site and in face-to-face discourse turned out to be key factors in Linda´s initial education as a teacher.
After graduating, Linda has spent most of her time as an administrator in lowersecondary schools. During that time, the school system underwent fundamental changes; new laws and a new national curriculum came into effect, featuring changes affecting the school community exceedingly regarding assessment practices. Learning outcomes and assessment criteria became key concepts completely under the control of teachers and administrators in each school while central testing was abandoned. Linda has focused strongly on assessment practices, both formative and summative assessment, especially the latter, concerning criteria standardisation and grading. She surveyed teachers, administrators, parents and students focusing on their experiences with the new assessment system.
When asked how she views herself as a future educator, she admits that her ideal situation would be to function as an administrator, collaborating intensively with students and teachers, but she would prefer not to work as a traditional principal buried behind a pile of paperwork all day. When asked about future expectations concerning the school system as a whole, she mentioned democracy in schools, especially regarding students, their voices and rights. But we must also focus on their responsibilities and moral duties. Finally, Linda points out that current changes associated with education include decreasing the status of traditional school subjects and instead more tendency towards integrating different ideas and projects, where ICT and multiculturalism play a significant role.Linda Heiðarsdóttir ólst upp í Laugarneshverfinu í Reykjavík, sótti þar skóla og hóf þar einnig starfsferil sinn, fyrst sem stuðningsfulltrúi, síðan sem grunnskólakennari og loks sem aðstoðarskólastjóri. Ljóst er að skólamenning Laugarneshverfisins hafði djúpstæð áhrif á Lindu, bæði sem barn í skyldunámi og sem verðandi kennara. Þar átti umsjónarkennari hennar fyrstu fjögur skólaárin ríkan þátt. Staðbundið námsskipulag eins og tíðkaðist í kennaranámi Lindu er henni hugleikið; hún bendir meðal annars á kosti þess að hafa tilheyrt bekk eins og þá tíðkaðist og dvelja mikið á staðnum. Tengsl milli nemenda innbyrðis og einnig milli kennara og nemenda hafi reynst mikils virði, og að stunda nám á staðnum með þessum hætti reynst þannig gjörólíkt því að stunda fjarnám, þar sem nemandi mætir kannski sjaldan eða aldrei á staðinn og vinnur hópverkefni á netinu með fólki sem hann hittir hugsanlega aldrei. Hún telur einnig að vettvangsnámið hafi verið mikils virði við að móta hugmyndir hennar sem fagmanneskju. Við upphaf starfsferils Lindu áttu sér stað töluverðar breytingar á skólakerfinu. Ný grunnskólalög tóku gildi og í kjölfarið ný og breytt aðalnámskrá með tilheyrandi grundvallarbreytingum á námsmati. Linda hefur tekið drjúgan þátt í umræðu og vinnu sem fylgt hefur þessum breytingum og starfað þar sem mikilvirkur frumkvöðull. Í viðtalinu ræðir hún bæði eigin framtíðarsýn og fyrirætlanir og einnig væntingar sínar til menntakerfisins í náinni framtíð. Loks er umræðukafli þar sem efni samtalsins er reifað í fræðilegu samhengi og í ljósi þeirra aðstæðna, stefna og strauma sem ætla má að hafi haft og muni í framtíðinni hafa áhrif á fagvitund og starfskenningu Lindu Heiðarsdóttur. Tilgangur viðtalsins var að varpa ljósi á bakgrunn þessa frumkvöðuls og setja hugmyndir hennar og viðhorf í fræðilegt samhengi
Menntun eða þjónusta? Þrástef og þversagnir í umfjöllun fjölmiðla um leikskóla
No full textThe article explores recent media discussion about preschools in Iceland. We selected two events in 2020 and 2022 with concentrated media coverage, including opinion articles and news. On the 14th of January 2020, the Education and Youth Council of the Reykjavík City Government decided to reduce the opening hours of preschools so that they would close at 4:30 pm instead of 5 pm. We observed all 27 articles published in the next 13 days. We also analysed 32 opinion articles written by political candidates published in the last thirteen days before the municipal elections were held on the 14th of May 2022. Altogether, for both events, there were 59 articles which we analysed to answer two questions: What is preschool, and what is the purpose of preschool? What is expected that children receive from being in preschool?
We approached the material with a six-step method called historical analysis of discourse (Ingólfur Ásgeir Jóhannesson, 2010). Steps one and two are selecting a topic and the material. At step three, we analysed six discursive themes: pressure on the children, the workload for the staff, development and play, equality, the service role of the preschools, and a theme we labelled as quick solutions. The themes of pressure on the children and workload for the staff are partly interwoven. One example is the worry that an eight-tonine-hour school day is too long for young children. These worries were often put into the context of it being easier to hire staff with reduced opening hours. The development and play theme involved the authors’ emphases on preschool as an educational institution, not least the importance of preschools keeping the focus on play and being constructed as different from compulsory education which focuses more on learning. One of the statements about equality was an argument that the preschool system’s development had resulted from some of the most important recent political decisions. It was pointed out that the existence of preschools made it possible for women, in particular, not to have to choose between a career in the labour market and having children. Another theme included discussions about the role of preschools in servicing parents and the labour market. The last theme, quick solutions, included many suggestions on how to solve some of the immediate problems with which the preschool system is dealing. The solutions included cash-for-care schemes, strengthening the system of self-employed childminders, making six or seven hours free of charge, and finding space in compulsory school buildings for five-year-old children.
We identified two legitimating principles constructed in the media coverage. The first one involves the idea that preschool is an educational institution with societal roles, such as contributing to Iceland’s longstanding status as the most gender-equal country in the world (World Economic Forum, 2022). The schools service the labour market by caring for the children in a safe environment while their parents work. Other conditions, such as the staff shortage, make it difficult to fulfil their role to provide flexible, whole-day provisions. The other principle is that almost everyone who discussed preschools in the media wanted preschools to be a different kind of educational institution than compulsory schools children attend from age six. Attempts to shorten children’s preschool time may be consistent with the educational role. At the same time, they simultaneously contradict the roles of service to equality, parents, and the labour market.
The study shows that there is a lively debate about the future of the Icelandic preschool system. It also clearly suggests that the municipalities do not have an easy task to solve when the communities equally expect the preschools to use play as the main ideology in their day-to-day activities as well as be a provider of services essential to continue the development of a gender-equal society where all genders, especially mothers, can participate in paid labour outside the home. We underline the importance of considering these multiple roles when it comes to further developing the preschool system in Iceland.Mikil fjölmiðlaumræða varð um leikskóla á árunum 2020–2022. Þann 14. janúar 2020 samþykkti meirihluti skóla- og frístundaráðs Reykjavíkurborgar að stytta opnunartíma leikskóla um hálftíma síðdegis, hafa skólana opna til 16:30 í stað kl. 17. Við greindum umræðuna næstu 13 daga á eftir. Einnig voru greindir kosningapistlar fyrstu 13 dagana í maí 2022 fyrir sveitarstjórnarkosningarnar 14. maí 2022. Samtals voru þetta 59 greinar, fréttir og pistlar. Leitað var svara við spurningunum: Hvað er leikskóli og til hvers er hann? Hvað er ætlast til að börn fái út úr leikskóladvöl?
Við greindum efnið með sex þrepa aðferð sögulegrar greiningar á orðræðu. Við greindum sex þrástef í efninu; álagið á börnin, álagið á starfsfólkið, þroski og leikur, jafnrétti, þjónustuhlutverk leikskóla og loks þema sem við nefnum skjótvirkar lausnir. Við greindum tvö löggildingarlögmál sem jafnframt fela í sér þversagnir. Hið fyrra felur í sér að leikskóli er menntastofnun sem um leið hefur samfélagsleg hlutverk, annars vegar til að stuðla að jafnrétti kynjanna og hins vegar sem þjónusta við atvinnulífið með því að sjá til þess að börnin séu á öruggum stað meðan foreldrarnir vinna. Þversögn felst í að ýmis ytri skilyrði hafa orðið til þess að leikskólunum er erfitt að sinna þessu verkefni, það er að börnin fái sveigjanlegt heils dags leikskólapláss. Hitt lögmálið er að flestir virðast vilja að leikskólar sem menntastofnanir séu ólíkir grunnskólum. Sókn í að stytta dvalartíma og stytta opnunartíma kemur ef til vill ekki niður á menntunarhlutverkinu en rekst á við jafnréttis- og þjónustuhlutverkið við foreldra og atvinnulíf.
Rannsóknin gefur skýrt til kynna að tekist er á um framtíð leikskólakerfisins á Íslandi. Höfundar undirstrika mikilvægi þess að uppbygging leikskólakerfisins taki mið af fjölþættum hlutverkum hans í íslensku samfélagi, þar sem virðing er borin fyrir þeim öllum
Algengi kulnunar leikskólakennara og grunnskólakennara á árunum 2019–2023
No full textBurnout is well known among employees who work in close contact with other people, such as health care and education workers. Employees in these professions develop unique personal and emotional relationships with their clients/students, which can be very rewarding but also have significant mental effects. The working environment for these professions is shaped by various social, political, and economic factors, reflected in work arrangements with high-stress levels, few resources and low capital. Managers and employees in these sectors suffer from work-related stress, fatigue and exhaustion, the most common symptoms of burnout. This study aimed to examine the development of burnout among kindergarten and primary school teachers before and after the covidpandemic to assess to what extent teachers experience mental and physical fatigue and exhaustion towards their work and students. The study is based on a long-term panel study where an electronic questionnaire was submitted to kindergarten and primary school teachers in eleven Icelandic municipalities in 2019, 2021 and 2023. All teachers with permanent positions (50 % or higher) were included in the survey. The teachers agreed to participate by opening a link to the questionnaire in the email. The questionnaire was filled out and collected anonymously. Everyone was allowed to decline to participate in the study without explanation. After three email reminders, a total of 652 kindergarten and primary school teachers answered the questionnaire at all three timepoints of the study. They provided codes matching the data or 26 % of the original participants. The number of participants varied slightly in the analyses, owing to some missing values on the predictor variables.
The results show that among kindergarten and primary school teachers, the proportion of those with significant and severe burnout symptoms (work-related, personal, and students-related) increased significantly between 2019, 2021 and 2023. The proportion of participants with significant or severe personal burnout symptoms increased from 23% to 33 % during the study period. The proportion of participants who had significant or severe work-related burnout symptoms increased from 19% to 31%, an increase of 12 %. A much lower proportion of participants had significant or severe student-related burnout symptoms, 6 % in 2019, but 15 % in 2023, an increase of 9%. Primary school teachers were about 41 % more likely than kindergarten teachers to have significant or severe work-related burnout symptoms and 73 % more likely to have significant or severe student-related burnout symptoms. However, the teachers had no significant differences in personal burnout symptoms. The results indicate that the teachers’ wellbeing has deteriorated during the covid-pandemic. The results also indicate that the situation harms their ability to cope with their work. Such a situation can harm the developmental process and the well-being of the students, which is a cause for concern. As many kindergarten and primary school teachers were measured with significant and severe burnout symptoms, it is vital for municipal managers to pay close attention to the health and well-being of teachers and their working environment, especially stressful factors in the working environment that can lead to burnout. The study’s novelty is that it sheds light on the development of burnout among teachers in eleven of Iceland’s 64 municipalities before, during, and after the covid-pandemic. Therefore, the study provides valuable knowledge and is a scholarly contribution to the relationship between teachers’ work-related well-being and pandemics like covid. The study results show that it is important for municipalities to consider the prevention of burnout, for example, by looking at the workday length and the number of tasks for each teacher.Kulnun í starfi er vel þekkt meðal starfsfólks sem vinnur í nánum samskiptum við annað fólk eins og starfsfólk í heilbrigðisþjónustu og menntageiranum. Tilgangur rannsóknarinnar var að skoða þróun kulnunar meðal kennara í leik- og grunnskólum fyrir og eftir covid-faraldurinn í því augnamiði að meta að hve miklu leyti kennarar upplifi andlega og líkamlega þreytu og örmögnun gagnvart starfi sínu og nemendum. Rannsóknin byggir á langtímapanelrannsókn þar sem rafrænn spurningalisti var lagður fyrir leik- og grunnskólakennara í ellefu sveitarfélögum árin 2019, 2021 og 2023. Það voru 652 kennarar sem svöruðu spurningalistanum í öll þrjú skiptin og gáfu upp kóða til að para saman gögnin. Niðurstöðurnar sýna að hlutfall þeirra sem mælast með veruleg og alvarleg kulnunareinkenni, hvort sem um er að ræða persónutengda kulnun, starfstengda kulnun eða kulnun gagnvart nemendum, hækkar marktækt milli áranna 2019, 2021 og 2023. Hlutfall með veruleg og alvarleg kulnunareinkenni hækkar marktækt bæði meðal leik- og grunnskólakennara. Þessar niðurstöður gefa til kynna að líðan leik- og grunnskólakennara hafi versnað í covid-faraldrinum og gefa jafnframt vísbendingar um neikvæð áhrif á getu þeirra til að takast á við starfið. Slíkt ástand getur hugsanlega haft neikvæð áhrif á þroskaferil og líðan nemendanna sem hlýtur að vera áhyggjuefni. Þar sem margir leik- og grunnskólakennarar mældust með veruleg og alvarleg kulnunareinkenni er full ástæða til þess að stjórnendur sveitarfélaga hugi vel að vinnutengdri líðan þeirra og fylgist vel með starfsumhverfinu. Á það sérstaklega við um streituvaldandi þætti í starfsumhverfinu sem geta ýtt undir kulnun í starfi, eins og álag og sjálfræði í starfi. Stjórnendur þurfa að huga vel að forvörnum kulnunar í starfi og leita leiða til að minnka vinnutengt álag með því að skoða til dæmis lengd vinnudagsins og fjölda verkefna sem hver kennari sinnir
Horft um öxl: Listamaður, kennari og rannsakandi rýnir í eigin vegferð og þroskaferil í námi og starfi
No full textThis study aims to shed light through Aristotelian action research on the importance of long-term introspection and self-understanding for teachers. Education is the foundation of modern society in which teachers play a crucial role. There is, however, often a tension between a teacher’s personal views and experiences on one hand and society’s expectations on the other, creating a tension between systemic ideas about the role of education and personal existential ideas. Hafþór Guðjónsson (2002) argues that despite the creative approaches to teacher education, an institutional culture takes over when new teachers start their professional careers. Despite the school’s environment being fixed, it does not apply to organic and independent entities as human beings: students and teachers. Therefore, teachers must find a middle ground through constant reflection. Teaching can never be fully mastered, but it is a continuous developmental process that resembles the artist’s profession.
In this personal and reflective account, the author describes his career exploration to better understand his journey on a lifelong path of being an artist, teacher, and researcher. The researcher’s theoretical foundation is, among other things, based on Maxine Greene’s (1973) ideas about the moral value of teaching and the importance of teachers’ consciousness of their multifaceted roles, meeting challenges with clear intentions and meaning (Greene, 1973, p. 69). The individual must seek the virtues to achieve this goal, especially the virtue Aristotle called “phronesis”, or practical wisdom, which he defines as an intellectual virtue that possesses unique qualities connecting other intellectual virtues (such as knowledge and curiosity) and moral virtues (such as justice and temperance). Aristotle (2011) considered happiness to be the highest goal of human life. A crucial part of happiness is virtue, which can be found in moderation. The contemporary interest in Aristotle’s virtue ethics stems from recognising that we must acquire knowledge and skills to help us confront life’s challenges virtuously. Individuals must make decisions that align with their inner life, emotions, and self-understanding instead of deciding right and wrong based on pre-determined, rigid methods.
Data were gathered through writings in a research journal where anecdotes, memories, and reflections played a crucial role, in addition to interviews with critical friends. In the conclusion section, the author places his developmental process in context and delineates the evolution of his identity from an artist to a teacher and, subsequently, to a researcher. The journey ultimately leads the author back to the starting point, where he describes how the artist once again takes the steering wheel and invites the teacher and the researcher to join, hoping they will contribute to the journey. The findings suggest the importance of teachers reflecting on their professional lives while simultaneously contributing to their multifaceted roles and being dedicated to their work. Furthermore, teachers should seek ways to engage in fruitful discussions about their challenging work with other teachers and researchers.Í þessari grein, sem er persónuleg frásögn, segir frá starfendarannsókn sem höfundur framkvæmdi með það fyrir augum að öðlast betri skilning á eigin vegferð á löngum ferli í starfi sem listamaður, kennari og rannsakandi. Fræðilegur grunnur rannsóknarinnar byggist á hugmyndum Maxine Greene um siðferðislegt gildi kennarastarfsins ásamt mikilvægi þess að kennarar séu meðvitaðir um margbrotið hlutverk sitt og mæti áskorunum með skýr áform og vilja að leiðarljósi. Til þess að svo megi verða þarf einstaklingurinn að leita leiðsagnar dygðanna, einkum og sér í lagi þeirrar yfirdygðar sem Aristóteles nefndi hyggindi. Gagna var m.a. aflað með skrifum í rannsóknardagbók þar sem örsögur, minningar og afturblik léku lykilhlutverk auk viðtals við rannsóknarvin. Í niðurstöðukaflanum setur höfundur þroskaferli sitt í röklegt samhengi og greinir þróun sjálfsmyndar frá listamanni, yfir í kennara og síðar rannsakanda. Þroskaferlið leiðir höfundinn loks á upphafsreit þar sem hann lýsir því að hvernig listamaðurinn er aftur sestur undir stýrið á ferðalaginu og hefur boðið kennaranum og rannsakandanum far í von um að þeir hjálpi til í ferðinni. Niðurstöður benda til mikilvægis þess að kennarar horfi inn á við jafnframt því sem þeir sinna margbrotnum störfum sínum og gæti þess að ígrunda eigið starf af kostgæfni, íhygli og ekki síður að þeir leiti leiða til að eiga í gjöfulum samræðum við aðra kennara og rannsakendur um störf sín og áskoranir
Mannauðurinn og vörumerkið: Samband vörumerkjaskilnings, vörumerkjahollustu og þegnhegðunar við vörumerki
No full textIn order to build a successful brand employees need to know brand’s values and how they can contribute to its success. By understanding the attitudes and behavior of employees towards the brand, marketing and human resources departments can work in collaboration to increase the brand’s success by creating a working environment with employees who understand what the brand stands for, are committed to the brand and even willing to put in more effort in their work. This article presents the results of a study of employees’ attitudes and behavior towards the brand. Three factors were examined; brand citizenship behavior, brand understanding and brand commitment. The study is based on a survey in the form of a questionnaire that was submitted to employees of three Icelandic companies in the summer of 2021, resulting in approximately 397 respondents in total. The aim of the study was to analyze the relationship between brand citizenship behavior, brand understanding and brand commitment. Brand citizenship behavior refers to behavior that employees exhibit voluntarily which strengthens the brand and therefore the organization’s success.
The results showed that as brand understanding and brand commitment increases, employees display greater brand citizenship behavior. Brand understanding had a greater impact on brand citizenship behavior than brand commitment. Brand understanding also proved to be a precursor to brand commitment.
The results underline the importance of the role HRM and marketing departments play in encouraging employees to develop a positive attitude towards the brand and demonstrate behavior that reflects the brand value. The study compensates on the shortage of research on the relationship between human resource management and branding. In addition, it provides managers important information that can be used in human resource management and marketing to increase the brand‘s success.Til að byggja upp árangursríkt vörumerki er mikilvægt að starfsmenn skilji hver gildi vörumerkisins eru og hvernig þeir geti stuðlað að árangri þess. Með skilningi á viðhorfum og hegðun starfsmanna gagnvart vörumerkinu geta markaðsog mannauðsdeildir unnið saman að því að auka árangur vörumerkisins. Þannig er hægt að byggja upp starfsumhverfi með starfsmönnum sem skilja fyrir hvað vörumerkið stendur, sýna því hollustu og eru jafnvel tilbúnir að leggja meira á sig en til er ætlast í störfum sínum. Í þessari grein er greint frá niðurstöðum rannsóknar á viðhorfi og hegðun starfsmanna gagnvart vörumerkinu. Í rannsókninni voru þrír þættir skoðaðir; þegnhegðun við vörumerki, vörumerkjaskilningur og vörumerkjahollusta. Rannsóknin er byggð á könnun í formi spurningalista sem var lagður fyrir starfsmenn þriggja íslenskra fyrirtækja sumarið 2021. Alls bárust svör frá 397 starfsmönnum. Markmið rannsóknarinnar var að greina samband þegnhegðunar við vörumerki, vörumerkjaskilning og vörumerkjahollustu. Niðurstöðurnar sýndu að eftir því sem vörumerkjaskilningur og vörumerkjahollusta eykst, því meiri þegnhegðun sýna starfsmenn vörumerkinu. Hugtakið þegnhegðun á við um hegðun sem starfsmenn sýna af fúsum og frjálsum vilja, styrkir ímynd vörumerkisins og hefur þar af leiðandi jákvæð áhrif á árangur fyrirtækja. Vörumerkjaskilningur reyndist hafa meiri áhrif á þegnhegðun en vörumerkjahollusta. Þá reyndist vörumerkjaskilningur einnig vera undanfari vörumerkjahollustu. Niðurstöðurnar undirstrika mikilvægi þess að stjórnendur mannauðs- og markaðsdeilda leggi áherslu á fræðslu um vörumerkið og hvetji starfsmenn til að þróa jákvætt viðhorf til vörumerkisins og sýna hegðun sem endurspeglar gildi þess. Rannsóknin eykur þekkingu á sambandi mannauðsmála og vörumerkja og er því mikilvægt framlag til fræðanna. Þar að auki veitir hún stjórnendum íslenskra fyrirtækja mikilvægar upplýsingar sem hægt er að nýta í mannauðs- og markaðsstarfi til að auka árangur vörumerkja